Please use this identifier to cite or link to this item:
Title: Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred)
Authors: Witthaus, Gabi
Inamorato dos Santos, Andreia
Childs, Mark
Tannhäuser, Anne-Christin
Conole, Grainne
Nkuyubwatsi, Bernard
Punie, Yves
First Published: 2016
Publisher: European Union
Citation: Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016) Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371
Abstract: This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.
Series/Report no.: JRC Science for Policy Report;27660 EN
DOI Link: 10.2791/809371
ISSN: 1831-9424
ISBN: 978-92-79-54208-4
Version: Publisher Version
Type: Report
Rights: Copyright © European Union, 2016.
Description: This publication is a Science for Policy report by the Joint Research Centre, the European Commission’s in-house science service. It aims to provide evidence-based scientific support to the European policy-making process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of this publication.
Appears in Collections:Reports, School of Education

Files in This Item:
File Description SizeFormat 
lfna27660enn.pdf1.93 MBAdobe PDFView/Open

Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.